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Preparing nursing students for multilingual caregiving contexts: A quasi-experimental evaluation of a problem-based
Yi-Ching Lee1, Chia-Hsiu Chang2, Yu-Rung Wang3
1Department of General Education, Chang Gung University of Science and Technology, Chiayi Campus, Taiwan.
Background:
Nursing education increasingly requires graduates to assume instructional roles in multicultural care environments. In long-term and acute care settings, nurses frequently supervise and educate foreign caregivers, yet formal preparation for multilingual instructional practice remains limited.
Objectives:
This study aimed to design and evaluate a Problem Based Learning intervention integrating English for Nursing Purposes (PBL-based ENP) to prepare nursing students for instructional roles involving foreign caregivers. Specifically, it examined the intervention's effectiveness in enhancing long-term care knowledge and professional English, assessed students' course satisfaction and learning perceptions, and evaluated instructional and communication competence through a Scenario-Based Instructional Performance Assessment.
Design:
Mixed-methods quasi-experimental study with pre- and post-test measures.
Participants:
Fifty-one undergraduate nursing students were recruited using convenience sampling strategy.
Setting:
A university of science and technology in Taiwan.
Methods:
Students participated in a PBL-based ENP course delivered in a simulation based instructional environment. Outcomes included ENP Knowledge Test, Long-Term Care Knowledge Test, Course Satisfaction Questionnaire, and Scenario-Based Instructional Performance Assessment. Repeated-measures multivariate analysis of variance (R-M MANOVA), descriptive statistics, and exploratory factor analysis were conducted. Qualitative responses were analyzed using content analysis.
Results:
Significant improvements were observed in overall ENP and long-term care knowledge (p < .05), with large effect sizes across several competency domains. Students reported moderate-to-high levels of course satisfaction and positive learning perceptions, particularly regarding instructional design and engagement. SBIPA outcomes demonstrated satisfactory instructional and communication competence (M = 85.06), indicating readiness for multilingual caregiving contexts.
Conclusions:
Integrating PBL with ENP offers a structured approach to preparing nursing students for multilingual instructional roles and supports embedding language integrated training within undergraduate curricula to strengthen professional readiness.
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